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Cognitive research activity of verax. Cognitive research and productive (constructive) activities

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Nikolai Evgenievich Veraksa, Oleg Robertovich Galimov

Cognitive and research activities of preschoolers. To work with children 4-7 years old

Dear colleagues!

The program "FROM BIRTH TO SCHOOL" is a revised version of the "Program of upbringing and education in kindergarten" in accordance with the Federal State Requirements (FGT), edited by M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova.

Therefore, all the manuals previously issued for the "Program of Education and Training in Kindergarten" are recommended by the authors for use when working under the program "FROM BIRTH TO SCHOOL", provided that teachers will use the previously issued methodological manuals and lesson notes, taking into account the basic requirements of the FGT . Namely: teachers should completely exclude lesson-type classes from their work and use the forms of organized educational activities that correspond to preschool age, indicated in the program “FROM BIRTH TO SCHOOL”.

Nikolai Evgenievich Veraksa - Doctor of Psychology, Professor, Rector of the ANO VPO "Moscow Pedagogical Academy of Preschool Education", Dean of the Faculty of Psychology of Education of the Russian State Humanitarian University, Editor-in-Chief of the journal "Modern Preschool Education. Theory and practice";

(www.veraksa.ru);

Oleg Robertovich Galimov - candidate of psychological sciences.

We proceed from a different understanding of the essence of creativity: creativity is the process of creating a fundamentally new product. This product must be really new, that is, one that has not been there before. Here the question arises: where can this product be taken from?

As a result of enlightenment? For the first time, the answer was found by researchers in the thinking of animals and humans, who belonged to a well-known psychological trend called Gestalt psychology (M. Wertheimer, K. Koffka, W. Koehler and others). They showed that the new arises first as a result of mental activity, and then is embodied in practice. At the same time, mental activity itself turns out to be quite remarkable - it lies in the fact that a person does not just invent or find the necessary new solution (new product), but receives it due to the transformation of the initial situation in which he finds himself. If we discard all cases associated with remembering the right decision, it turns out that a new one arises as a result of the transformation of what a person has at the moment. Unfortunately, Gestalt psychologists could not clearly explain how these transformations are made, according to what rules. They believed that much depends on the innate characteristics of the child and the maturation of his nervous system.

Domestic psychologists A.N. Leontiev, D.B. Elkonin, A.B. Zaporozhets, L.A. Wenger, O. M. Dyachenko and others came to the conclusion that transformations are accomplished through actions. Therefore, the problem was reduced to figuring out what actions children should master in order to obtain a creative product. It was this approach that eventually led to the understanding that creativity is based on the creative abilities of preschoolers, which are a system of special actions to transform the initial situation using special means.

Transformative abilities have been studied in H.A. Bagdasarova, L.F. Bayanova, O.D. Galimova, E.S. Ermakova, E.E. Krasheninnikova, I. B. Shiyan, O.A. Shiyan and others, made under the direction of N.E. Verax. Research has shown that transforming abilities are actions that allow you to operate with the opposite relations that characterize the situation.

For example, we have a piece of plasticine. As a property of this piece, we can select its length. So, we have a piece of plasticine that has a length. Can we convert it? Of course.

If we consider that a piece of plasticine is short, then we can make it long. To do this, you must either roll it into a "sausage", or add another piece of plasticine.

If we consider a piece of plasticine to be long, then we can make it short by pinching off a piece of plasticine or flattening it.

If we consider another property of plasticine - it sinks in water - we can make it float by giving it the shape of a boat.

If we think that plasticine is soft, then we can make it hard - for this it is enough to put it in the refrigerator, etc.

In all these cases, we transform the original situation according to a certain rule: we choose some property of the situation and turn it into its opposite. This procedure is called the act of transforming one opposite into another. Transformation is the most important of the mental actions, which is why so much attention is paid to it in this manual.

Performing transformation actions, a person first thinks out how to transform a situation or an object, and then puts it into practice. But the actions of transformation take place not only in the thinking of man. Transformation processes are constantly taking place around us: day turns into night, winter into summer, new things into old, etc.

These processes underlie the corresponding actions that we take without even thinking. By pressing the switch, we will turn darkness into light, washing our hands with soap, we will make them clean from dirty ones, etc. By observing such processes and mastering the appropriate actions, the child learns to make transformations in a variety of situations. However, the development of the ability to transform in children occurs spontaneously and does not always reach a high level. Despite the obviousness of transformations in the surrounding world, the child does not always “grasp” the very moment of transition, transformation, therefore, for example, different aggregate states of the same substance may seem to him absolutely different objects. The task of the manual is to draw the attention of children to the dynamism of the world around them, to the transformations taking place around them in the process of cognitive research activities.

The world of physical phenomena that surrounds the child provides enormous opportunities for the systematic development of the ability to transform as a component of general mental abilities. As the content of physical phenomena, processes constantly observed by children were chosen, reflecting the three states of matter (solid, liquid, gaseous), and their transitions, thermal phenomena and pressure of liquids and gases.

The manual is intended for work with children of the middle group of kindergarten, but can also be used in work with older preschoolers.

The manual offers simple tasks that are similar in content to the experience of preschoolers: all of them are of a pronounced experimental nature, allow the child to experiment, and develop cognitive initiative.

The proposed research can be carried out with children in kindergarten and at home under the guidance of an adult (teacher or parent).

In the process of working with preschoolers on this manual, it is important to consider the following points.

First, you need to pay attention to the vocabulary that an adult uses in the process of joint activities with children, remembering that there is a certain reality behind every word. Modern research shows that preschoolers as early as 4-5 years old can learn complex terminology. This does not mean that they need to be overloaded with physical terms, but one should not be afraid to use adequate words denoting physical phenomena (“evaporation”, “heating”, “solid matter”, etc.).

Secondly, the words used in the work must be combined in pairs. It is desirable that children learn antonyms, since it is through them that the system of changes that occur with objects and phenomena is transmitted. For example, the relation “was small - became big” solves a very important problem of revealing the qualitative originality of the transformation process as a transition from one state to another, opposite. At the same time, such a transition does not require the child to understand quantitative criteria (the concept of quantity is formed for a long time) and allows you to keep the relativity of the transformation (what is small for one is large for another). The game "On the contrary" contributes to the development of antonyms.

Thirdly, it must be borne in mind that children perceive the transformation of an object with the help of an image, therefore, if possible, one should turn to tasks that involve the image of observed physical processes. In the drawing, it is important to fix the initial and final states, as well as intermediate states of matter. Most of the processes taking place around us are cyclical. Cyclic processes occurring with various objects and phenomena are characterized by initial, final and intermediate states.

In the studies of a number of scientists (for example, the school of J. Piaget) it has been shown that intermediate states are mastered by children with great difficulty. The tasks proposed in the manual make it possible to solve this complex problem of the mental development of preschoolers.

An equally important point is the children's emotional experience of the observed processes and phenomena. Emotional response is a way for a child to understand the features of the world around him. Children's emotion, as shown in the works of A.B. Zaporozhets and Ya.Z. Neverovich, solves not only an expressive task (expressing one's own attitude), but also reveals the meaning of what is happening for the child. Let's take a simple example. When a child listens to the fairy tale "Little Red Riding Hood", he emotionally experiences the situation of the meeting of Little Red Riding Hood with a wolf. Emotion expresses not only the fact that he is afraid of the wolf and empathizes with Little Red Riding Hood, but also the fact that the wolf is a source of real strength and threat (that is, the objective properties of the wolf are transmitted).

Let's take another example. When a child grabs a red-hot kettle and experiences the emotion of pain, in addition to experiencing the unpleasant situation itself, he receives information about the properties of the objects around him.

In the tasks proposed in the manual, fairy tales are actively used, since fairy tales and outdoor games allow children not only to experience, but also to study various transformation processes. We emphasize that the game is important not only because it contains a system of emotional experiences that is interesting to the child, but also because the child performs game actions that convey various properties of the world around him, for example, shrinks, depicting ice, and then performs swimming movements, depicting water. By his behavior, the child actually models the states of water, and a motor image of various states of this substance is formed in him. However, even in the situation of the game, it is necessary to emphasize the cyclical nature of the transition from one state to another.

In order for the transformations in the surrounding world not only to be noticed by the child, but also to become an impulse for the development of his creative thinking, the preschooler must, during the task, be in the position not of a spectator, but of a researcher. It is important not only that he himself perform a specific action with the object (melt ice in his palms or break a piece of chalk), but also solve the problem by discovering significant relationships behind appearances. The essence of the problem is precisely that it can not be solved. The developmental work of an adult is to return feedback to the child: to show him whether the answer found leads to a solution or whether he still needs to think.

An adult (teacher or parent) must be ready to distinguish between a genuine solution to a problem and a “trap” that a child may fall into. In no case should such mistakes be ignored - they must be discussed with the children, to help them understand why such a decision is not correct.

In the cognitive-research joint activity, the stories of the teacher, observations of his actions, the research activity of children, drawing, games, listening to fairy tales are integrated, which provides a developing effect.

Of particular importance are the studies that the child performs with their parents. At the same time, parents, on the one hand, support his cognitive activity, on the other hand, they are included in a common cause with the child and thereby attach importance to his cognitive activity.

In order for an adult to understand the direction in which the research activity of the child should develop, we have divided the material into sections. Each section is designated as an independent research topic. For each topic of research activity, goals are defined (on the one hand, they clarify the understanding (or misunderstanding) of the phenomena seen by the child, on the other hand, a problem is outlined, the solution of which develops children's thinking) and the necessary material (equipment) is indicated.

Scenarios for conducting research are presented in the “Guidelines” section. It should be emphasized that each scenario is written for an adult and contains an approximate description of the possible actions of children. Since the material offered in the manual has been repeatedly tested in work with preschoolers and has shown its effectiveness for the development of creative abilities, we have provided answers in the scenarios that are as close as possible to those that children actually gave in the course of cognitive research activities. However, this does not mean that all children should "learn" them. The teacher should proceed from the fact that preschoolers are likely to give such answers, but this cannot be insisted on. Otherwise, an interesting study will turn into an uninteresting school lesson for children. It is necessary to support children's intellectual initiative, to positively reinforce any cognitive activity.

Scenarios are offered to an adult to simplify the understanding of the context of the construction of not only the topic, but also all the material offered in the manual; they allow not to overload children and limit the study in time.

Topic 1. On the contrary

Goals. Acquaintance with the words "on the contrary", "opposite" and the assimilation of their meanings; development of the ability to find the opposite word for each word (action).

Material. Pictures depicting adult animals and their cubs, white and black cubes of the same size, small and large dolls, long and short wooden sticks, large and small pebbles of the same color (pebbles), 2 black balls: small and large; 2 white balls: small and large.

Guidelines

- And if I say: “Down!”, what word will be the other way around. (Up.)

Did you understand how to play this game? You need to say the opposite. Let's play on. Big. (Little.)

- Little. (Big.)

- Forward. (Back.)

- Back. (Forward.)

- Fast. (Slow.)

After several individual interviews, the teacher says: “Now we will look at the picture and say how it will be the other way around.”

Shows pictures of adult animals and their cubs.

Educator. Look and answer: who is depicted here? (Tiger and cubs.)

- What tiger? (Big, strong, striped.)

- The tiger is big, and the cubs? (Small.)

– The tiger is strong, and the cubs? (Weak.)

The tiger can run fast. Can tiger cubs run so fast (highlighting words with energetic pronunciation)? (No.)

- Fast! How about the other way around? (Slow.)

Similarly, 2-3 more pictures are considered: an elephant and a baby elephant, a bird and chicks, etc.

Educator. And if I say the word "cold", which word will be the opposite? (Warm, hot.)

Educator. You all know a lot of fairy tales. Who will name the tales that he knows?

Children name fairy tales.

Educator. How many fairy tales do you know! Well done! But the guys from the younger group know fairy tales more than you or less? (Less.) Now we will play the game "On the contrary" with fairy tales. Who is bad in fairy tales? (Baba Yaga, Koschei the Immortal.)

- Bad. How about the other way around? (Good, kind.)

- And the word "kind" has a word on the contrary. Which? (Wicked.)

- Who is good in fairy tales? (Ivanushka, Vasilisa the Beautiful.)

- Who is evil? (Koschei the Deathless.)

The game can be continued and then turned into a conversation about bad and good behavior.

Educator. Now listen carefully. Such words, which are obtained in our game "On the contrary", are called opposite. Good is the opposite of bad. Warm is the opposite of cold. What is the opposite of "a lot"? (Few.)

After playing a little more and repeating the opposite words, the teacher gives the children a set of objects and toys (white and black cubes of the same size, small and large dolls, long and short wooden sticks (let the children not yet call “long” - “short”, but only sticks are distinguished by size, since the main task at this stage of work is to search for opposites), large and small pebbles of the same color (pebbles), 2 black balls: small and large; 2 white balls: small and large).

Educator. And now we will play the game "Find the opposite." Put all the toys on the tables. Look at them carefully: among them there are similar and dissimilar. You must take the toy and put it to your left, and the toy that is “on the contrary”, the opposite, to the right. Is it clear to everyone? We take a wooden stick. What is she? (Some of the guys can take a large, some small stick.)

Children. Big. Small.

Educator. And what will be the opposite? Find the opposite stick: the small stick is opposite the big one.

Children lay out items.

Educator. Now let's check how you completed the task. Masha, show us and tell us how and what you laid out.

The teacher corrects the individual actions of the child, monitors how all the children check their work (some children can arrange the balls, focusing on opposite colors (black - white), others - on opposite sizes: a large ball - a small ball.

It is necessary to ask the child why he put objects and toys in this way and not otherwise.

Possible error: Children may not hold a single basis for comparison, saying, for example: "This balloon is black, and this one is big." In this case, it is necessary to show that the objects differ in different parameters: one is large, the other is small, one is black, the other is white.

Educator. Everyone responded well and did their job well. What game did we play today?

Children. Vice versa! Find the opposite!

Educator. Well, let's repeat it. Fast. (Slow.) Up. (Down.) Etc.

Consolidation of material within a week

Game "Change"

The teacher invites the children to “pass through different gates” - high or low. Children go in a circle. If the teacher says that the gate is high, then you can go straight, and if the gate is low, then you have to bend over. The one who did not bend down in time sits down to rest.

The game can be difficult. The teacher says: “Narrow gate!” - and the children go sideways; "Wide Gates!" - and the children go, waving their arms wide, taking wide steps.

Game "Heavy - light"

Each child is given an empty bag (handbag, backpack or bag). The teacher explains: “Each of you carries a bag. It can be heavy or light. See how you can carry a light bag (He walks, waving the bag slightly and smiling.) Now look how you can carry a heavy bag. (Walks, bends, groans, sighs, stops, "wipes sweat.") Let's first try to portray how we carry the bag, and then we will play.

The teacher calls which bag, for example: “Light!”, And the children depict how they carry it.

The game "Light - dark"

The teacher reads the poem:

The sun is shining in the sky
A bright day for children meets!
Sun, sun
Look out the window!

Children put their hand with a visor to their forehead and look into the distance, as if meeting the sun, then “wake up”, stretch - morning has come.

The teacher says:

The night is knocking on our window
Everything around is dark...

Children close their eyes, "getting ready for bed."

The teacher says:

We'll be waiting for the sun
And now let's go to sleep.

Children fold their hands under their cheeks and tilt their heads to one side “removed”. Then the poem is repeated, the guys “wake up”. Etc.

Homework for parents

When watching TV shows, draw the child's attention to situations in which opposites can be distinguished: Piggy is lazy, and Filya is hardworking; Tom is big and Jerry is small. You can show the child the sound of various notes and musical instruments (the trumpet plays loudly, and the violin plays softly, etc.); listen to sad and funny songs with him.

Dear colleagues!
The program "FROM BIRTH TO SCHOOL" is a revised version of the "Program of upbringing and education in kindergarten" in accordance with the Federal State Requirements (FGT), edited by M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova.
Therefore, all the manuals previously issued for the "Program of Education and Training in Kindergarten" are recommended by the authors for use when working under the program "FROM BIRTH TO SCHOOL", provided that teachers will use the previously issued methodological manuals and lesson notes, taking into account the basic requirements of the FGT . Namely: teachers should completely exclude lesson-type classes from their work and use the forms of organized educational activities that correspond to preschool age, indicated in the program “FROM BIRTH TO SCHOOL”.

From the authors

This manual is devoted to the development of the creative abilities of preschoolers, or rather one very important component of them - the ability to transform. Why did we focus on the ability to transform? The answer to this question requires an explanation. Creativity is very important in the mental development of children. There are several points of view on understanding what creativity is. Some experts believe that if a child is engaged, for example, in visual activity, then he is engaged in creativity, acting according to the model offered by adults. Others consider creativity to be an exclusively independent activity of the child, during which he creates a product.
We proceed from a different understanding of the essence of creativity: creativity is the process of creating a fundamentally new product. This product must be really new, that is, one that has not been there before. Here the question arises: where can this product be taken from?
As a result of enlightenment? For the first time, the answer was found by researchers in the thinking of animals and humans, who belonged to a well-known psychological trend called Gestalt psychology (M. Wertheimer, K. Koffka, W. Koehler and others). They showed that the new arises first as a result of mental activity, and then is embodied in practice. At the same time, mental activity itself turns out to be quite remarkable - it lies in the fact that a person does not just invent or find the necessary new solution (new product), but receives it due to the transformation of the initial situation in which he finds himself. If we discard all cases associated with remembering the right decision, it turns out that a new one arises as a result of the transformation of what a person has at the moment. Unfortunately, Gestalt psychologists could not clearly explain how these transformations are made, according to what rules. They believed that much depends on the innate characteristics of the child and the maturation of his nervous system.
Domestic psychologists A.N. Leontiev, D.B. Elkonin, A.B. Zaporozhets, L.A. Wenger, O. M. Dyachenko and others came to the conclusion that transformations are accomplished through actions. Therefore, the problem was reduced to figuring out what actions children should master in order to obtain a creative product. It was this approach that eventually led to the understanding that creativity is based on the creative abilities of preschoolers, which are a system of special actions to transform the initial situation using special means.
Transformative abilities have been studied in H.A. Bagdasarova, L.F. Bayanova, O.D. Galimova, E.S. Ermakova, E.E. Krasheninnikova, I. B. Shiyan, O.A. Shiyan and others, made under the direction of N.E. Verax. Research has shown that transforming abilities are actions that allow you to operate with the opposite relations that characterize the situation.
For example, we have a piece of plasticine. As a property of this piece, we can select its length. So, we have a piece of plasticine that has a length. Can we convert it? Of course.
If we consider that a piece of plasticine is short, then we can make it long. To do this, you must either roll it into a "sausage", or add another piece of plasticine.
If we consider a piece of plasticine to be long, then we can make it short by pinching off a piece of plasticine or flattening it.
If we consider another property of plasticine - it sinks in water - we can make it float by giving it the shape of a boat.
If we think that plasticine is soft, then we can make it hard - for this it is enough to put it in the refrigerator, etc.
In all these cases, we transform the original situation according to a certain rule: we choose some property of the situation and turn it into its opposite. This procedure is called the act of transforming one opposite into another. Transformation is the most important of the mental actions, which is why so much attention is paid to it in this manual.
Performing transformation actions, a person first thinks out how to transform a situation or an object, and then puts it into practice. But the actions of transformation take place not only in the thinking of man. Transformation processes are constantly taking place around us: day turns into night, winter into summer, new things into old, etc.
These processes underlie the corresponding actions that we take without even thinking. By pressing the switch, we will turn darkness into light, washing our hands with soap, we will make them clean from dirty ones, etc. By observing such processes and mastering the appropriate actions, the child learns to make transformations in a variety of situations. However, the development of the ability to transform in children occurs spontaneously and does not always reach a high level. Despite the obviousness of transformations in the surrounding world, the child does not always “grasp” the very moment of transition, transformation, therefore, for example, different aggregate states of the same substance may seem to him absolutely different objects. The task of the manual is to draw the attention of children to the dynamism of the world around them, to the transformations taking place around them in the process of cognitive research activities.
The world of physical phenomena that surrounds the child provides enormous opportunities for the systematic development of the ability to transform as a component of general mental abilities. As the content of physical phenomena, processes constantly observed by children were chosen, reflecting the three states of matter (solid, liquid, gaseous), and their transitions, thermal phenomena and pressure of liquids and gases.
The manual is intended for work with children of the middle group of kindergarten, but can also be used in work with older preschoolers.
The manual offers simple tasks that are similar in content to the experience of preschoolers: all of them are of a pronounced experimental nature, allow the child to experiment, and develop cognitive initiative.
The proposed research can be carried out with children in kindergarten and at home under the guidance of an adult (teacher or parent).

In the process of working with preschoolers on this manual, it is important to consider the following points.
First, you need to pay attention to the vocabulary that an adult uses in the process of joint activities with children, remembering that there is a certain reality behind every word. Modern research shows that preschoolers as early as 4-5 years old can learn complex terminology. This does not mean that they need to be overloaded with physical terms, but one should not be afraid to use adequate words denoting physical phenomena (“evaporation”, “heating”, “solid matter”, etc.).
Secondly, the words used in the work must be combined in pairs. It is desirable that children learn antonyms, since it is through them that the system of changes that occur with objects and phenomena is transmitted. For example, the relation “was small - became big” solves a very important problem of revealing the qualitative originality of the transformation process as a transition from one state to another, opposite. At the same time, such a transition does not require the child to understand quantitative criteria (the concept of quantity is formed for a long time) and allows you to keep the relativity of the transformation (what is small for one is large for another). The game "On the contrary" contributes to the development of antonyms.
Thirdly, it must be borne in mind that children perceive the transformation of an object with the help of an image, therefore, if possible, one should turn to tasks that involve the image of observed physical processes. In the drawing, it is important to fix the initial and final states, as well as intermediate states of matter. Most of the processes taking place around us are cyclical. Cyclic processes occurring with various objects and phenomena are characterized by initial, final and intermediate states.
In the studies of a number of scientists (for example, the school of J. Piaget) it has been shown that intermediate states are mastered by children with great difficulty. The tasks proposed in the manual make it possible to solve this complex problem of the mental development of preschoolers.
An equally important point is the children's emotional experience of the observed processes and phenomena. Emotional response is a way for a child to understand the features of the world around him. Children's emotion, as shown in the works of A.B. Zaporozhets and Ya.Z. Neverovich, solves not only an expressive task (expressing one's own attitude), but also reveals the meaning of what is happening for the child. Let's take a simple example. When a child listens to the fairy tale "Little Red Riding Hood", he emotionally experiences the situation of the meeting of Little Red Riding Hood with a wolf. Emotion expresses not only the fact that he is afraid of the wolf and empathizes with Little Red Riding Hood, but also the fact that the wolf is a source of real strength and threat (that is, the objective properties of the wolf are transmitted).
Let's take another example. When a child grabs a red-hot kettle and experiences the emotion of pain, in addition to experiencing the unpleasant situation itself, he receives information about the properties of the objects around him.
In the tasks proposed in the manual, fairy tales are actively used, since fairy tales and outdoor games allow children not only to experience, but also to study various transformation processes. We emphasize that the game is important not only because it contains a system of emotional experiences that is interesting to the child, but also because the child performs game actions that convey various properties of the world around him, for example, shrinks, depicting ice, and then performs swimming movements, depicting water. By his behavior, the child actually models the states of water, and a motor image of various states of this substance is formed in him. However, even in the situation of the game, it is necessary to emphasize the cyclical nature of the transition from one state to another.
In order for the transformations in the surrounding world not only to be noticed by the child, but also to become an impulse for the development of his creative thinking, the preschooler must, during the task, be in the position not of a spectator, but of a researcher. It is important not only that he himself perform a specific action with the object (melt ice in his palms or break a piece of chalk), but also solve the problem by discovering significant relationships behind appearances. The essence of the problem is precisely that it can not be solved. The developmental work of an adult is to return feedback to the child: to show him whether the answer found leads to a solution or whether he still needs to think.
An adult (teacher or parent) must be ready to distinguish between a genuine solution to a problem and a “trap” that a child may fall into. In no case should such mistakes be ignored - they must be discussed with the children, to help them understand why such a decision is not correct.
In the cognitive-research joint activity, the stories of the teacher, observations of his actions, the research activity of children, drawing, games, listening to fairy tales are integrated, which provides a developing effect.
Of particular importance are the studies that the child performs with their parents. At the same time, parents, on the one hand, support his cognitive activity, on the other hand, they are included in a common cause with the child and thereby attach importance to his cognitive activity.
In order for an adult to understand the direction in which the research activity of the child should develop, we have divided the material into sections. Each section is designated as an independent research topic. For each topic of research activity, goals are defined (on the one hand, they clarify the understanding (or misunderstanding) of the phenomena seen by the child, on the other hand, a problem is outlined, the solution of which develops children's thinking) and the necessary material (equipment) is indicated.
Scenarios for conducting research are presented in the “Guidelines” section. It should be emphasized that each scenario is written for an adult and contains an approximate description of the possible actions of children. Since the material offered in the manual has been repeatedly tested in work with preschoolers and has shown its effectiveness for the development of creative abilities, we have provided answers in the scenarios that are as close as possible to those that children actually gave in the course of cognitive research activities. However, this does not mean that all children should "learn" them. The teacher should proceed from the fact that preschoolers are likely to give such answers, but this cannot be insisted on. Otherwise, an interesting study will turn into an uninteresting school lesson for children. It is necessary to support children's intellectual initiative, to positively reinforce any cognitive activity.
Scenarios are offered to an adult to simplify the understanding of the context of the construction of not only the topic, but also all the material offered in the manual; they allow not to overload children and limit the study in time.

Topic 1. On the contrary

Goals. Acquaintance with the words "on the contrary", "opposite" and the assimilation of their meanings; development of the ability to find the opposite word for each word (action).
Material. Pictures depicting adult animals and their cubs, white and black cubes of the same size, small and large dolls, long and short wooden sticks, large and small pebbles of the same color (pebbles), 2 black balls: small and large; 2 white balls: small and large.

Guidelines

Educator. Guys, let's play a new game, it's called "On the contrary." So that you all understand how to play, put your hands up. Now lower them down. And now lift it up again and say: “Up!”, Then lower it and say: “Down!” (Children raise and lower their hands.) Up! Down! Up! Down! Okay, well done. Now answer me, which word will be the opposite of the word up? (Down.)
- And if I say: “Down!”, what word will be the other way around. (Up.)
Did you understand how to play this game? You need to say the opposite. Let's play on. Big. (Little.)
- Little. (Big.)
- Forward. (Back.)
- Back. (Forward.)
- Fast. (Slow.)
After several individual interviews, the teacher says: “Now we will look at the picture and say how it will be the other way around.”
Shows pictures of adult animals and their cubs.
Educator. Look and answer: who is depicted here? (Tiger and cubs.)
- What tiger? (Big, strong, striped.)
- The tiger is big, and the cubs? (Small.)
– The tiger is strong, and the cubs? (Weak.)
The tiger can run fast. Can tiger cubs run so fast (highlighting words with energetic pronunciation)? (No.)
- Fast! How about the other way around? (Slow.)
Similarly, 2-3 more pictures are considered: an elephant and a baby elephant, a bird and chicks, etc.
Educator. And if I say the word "cold", which word will be the opposite? (Warm, hot.)
Then you can repeat the words to which the children have already found the opposite words.
Educator. You all know a lot of fairy tales. Who will name the tales that he knows?
Children name fairy tales.
Educator. How many fairy tales do you know! Well done! But the guys from the younger group know fairy tales more than you or less? (Less.) Now we will play the game "On the contrary" with fairy tales. Who is bad in fairy tales? (Baba Yaga, Koschei the Immortal.)
- Bad. How about the other way around? (Good, kind.)
- And the word "kind" has a word on the contrary. Which? (Wicked.)
- Who is good in fairy tales? (Ivanushka, Vasilisa the Beautiful.)
- Who is evil? (Koschei the Deathless.)
The game can be continued and then turned into a conversation about bad and good behavior.
Educator. Now listen carefully. Such words, which are obtained in our game "On the contrary", are called opposite. Good is the opposite of bad. Warm is the opposite of cold. What is the opposite of "a lot"? (Few.)
After playing a little more and repeating the opposite words, the teacher gives the children a set of objects and toys (white and black cubes of the same size, small and large dolls, long and short wooden sticks (let the children not yet call “long” - “short”, but only sticks are distinguished by size, since the main task at this stage of work is to search for opposites), large and small pebbles of the same color (pebbles), 2 black balls: small and large; 2 white balls: small and large).
Educator. And now we will play the game "Find the opposite." Put all the toys on the tables. Look at them carefully: among them there are similar and dissimilar. You must take the toy and put it to your left, and the toy that is “on the contrary”, the opposite, to the right. Is it clear to everyone? We take a wooden stick. What is she? (Some of the guys can take a large, some small stick.)
Children. Big. Small.
Educator. And what will be the opposite? Find the opposite stick: the small stick is opposite the big one.
Children lay out items.
Educator. Now let's check how you completed the task. Masha, show us and tell us how and what you laid out.
The teacher corrects the individual actions of the child, monitors how all the children check their work (some children can arrange the balls, focusing on opposite colors (black - white), others - on opposite sizes: a large ball - a small ball.
It is necessary to ask the child why he put objects and toys in this way and not otherwise.
Possible error: Children may not hold a single basis for comparison, saying, for example: "This balloon is black, and this one is big." In this case, it is necessary to show that the objects differ in different parameters: one is large, the other is small, one is black, the other is white.
Educator. Everyone responded well and did their job well. What game did we play today?
Children. Vice versa! Find the opposite!
Educator. Well, let's repeat it. Fast. (Slow.) Up. (Down.) Etc.

Game "Change"
The teacher invites the children to “pass through different gates” - high or low. Children go in a circle. If the teacher says that the gate is high, then you can go straight, and if the gate is low, then you have to bend over. The one who did not bend down in time sits down to rest.
The game can be difficult. The teacher says: “Narrow gate!” - and the children go sideways; "Wide Gates!" - and the children go, waving their arms wide, taking wide steps.
Game "Heavy - light"
Each child is given an empty bag (handbag, backpack or bag). The teacher explains: “Each of you carries a bag. It can be heavy or light. See how you can carry a light bag (He walks, waving the bag slightly and smiling.) Now look how you can carry a heavy bag. (Walks, bends, groans, sighs, stops, "wipes sweat.") Let's first try to portray how we carry the bag, and then we will play.
The teacher calls which bag, for example: “Light!”, And the children depict how they carry it.
The game "Light - dark"
The teacher reads the poem:

The sun is shining in the sky
A bright day for children meets!
Sun, sun
Look out the window!

Children put their hand with a visor to their forehead and look into the distance, as if meeting the sun, then “wake up”, stretch - morning has come.
The teacher says:

The night is knocking on our window
Everything around is dark...

Children close their eyes, "getting ready for bed."
The teacher says:

We'll be waiting for the sun
And now let's go to sleep.

Children fold their hands under their cheeks and tilt their heads to one side “removed”. Then the poem is repeated, the guys “wake up”. Etc.

Homework for parents

Play the opposite game with your child. Show him different opposites in everyday life: high and low (house, person, tree), long and short (thread, way home, way to kindergarten), come - leave, get wet - dry, laugh - cry, dress - undress, morning - evening, day - night, light dark, etc.
When watching TV shows, draw the child's attention to situations in which opposites can be distinguished: Piggy is lazy, and Filya is hardworking; Tom is big and Jerry is small. You can show the child the sound of various notes and musical instruments (the trumpet plays loudly, and the violin plays softly, etc.); listen to sad and funny songs with him.

Topic 2. Big - small

Goals. Develop the ability to find and distinguish between opposites. Form the action "transformation".
Material. Large and small dolls, large and small buttons, small and large clothes for dolls, large and small items: boxes, spoons, bags, pencils, balls, cubes, rings. Thick fabric scarf.

Guidelines

Educator. Guys, do you remember the reverse game we played recently? Let's play again! Down! (Up.) Cold? (Warm.) Heavy?.."
Further, the teacher suggests: “Now we will play the game“ Big - small ”. Here are two dolls: one big, and the other ... (Small.) These two sister dolls want to go on a trip and take their things and toys with them. And since they live together, they mixed up their toys and cannot figure out for themselves which is which. Can we help the dolls?
The teacher puts the dolls on a small table opposite each other. Between the dolls is a pile of items to sort. The children are seated around the table. The teacher invites one of the guys (optional) to try to help the dolls.
Educator. We take a toy, show it to everyone and name it. Then we put it to a small or large doll.
The child shows an object, says: “This is a small cube” - and puts a small cube to a small doll.
Educator. Why was a small cube placed next to this particular doll?
- Because she is small and plays with small cubes, and the big doll plays with big toys!
Other toys are sorted similarly. Then the teacher offers to lay out the clothes for the dolls in the same way. The children are doing the task.
Next, the teacher invites the children to draw something big and something small, for example, a small doll and a big doll, a small tree and a big tree, a small house and a big house, etc.
The children start painting. Finished drawings are considered all together.

Consolidation of material within a week

The game "What's under the scarf?"
Paired objects of different sizes are laid out on the table: large and small cubes, balls, buttons, pencils, boxes, rings, etc. Children should carefully look at the toys, touch them, and compare. Then the toys are covered with a thick scarf. The child is called. He should, having put his hand under the handkerchief and feeling the toy, say whether it is small or large, and name it, for example: “A small cube. Big button. Etc. The game continues until the child's first mistake.
The rest of the children are closely watching the game, tracking the correctness of naming toys.
Note. This game can be offered as homework to parents. At home, an adult changes roles with a child: when an adult performs a task, the child monitors whether he names the objects correctly.
The game "We are growing!"